<![CDATA[Many Islamic educational institutions have attempted to integrate pesantren-based learning with general education, including SMA Tahfidz Al-Amien at Pondok Pesantren Al-Amien Prenduan, which has adopted an integrated curriculum model since its inception. This study aims to explore the implementation of curriculum integration involving the pesantren curriculum, the tahfidz curriculum, and the national curriculum, as well as to identify the implications of this integration for students and the school system. The research employs a qualitative approach with a case study design. Data were collected through in-depth interviews, direct observation, and document analysis, and were verified using triangulation techniques to ensure data validity. The findings reveal that the curriculum integration is implemented both within the formal learning process (KBM) and through extracurricular activities. Students learn general and religious subjects in class, while also engaging in Qur’anic memorization and boarding school activities outside KBM. Evaluation is conducted each semester through structured exams (MID1, MID2, MID3), including both written assessments and memorization tests (Hifdzul Qur’an). The integration of these three curricula has significant implications: it produces graduates who are spiritually grounded IMTAQ, academically competent, and equipped with scientific and technological literacy. This model offers a balanced educational framework that prepares students for both higher education and broader societal roles.]]>
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